In the spirit of quality assurance, this paper presents a self-evaluation and peer review of the external quality assurance framework for research implemented by the national quality assurance agency for Zimbabwe. Documentary analysis and semi-structured interviews were used to develop a self-evaluation report which was then subjected to international peer review as is the norm in quality assurance evaluations. The evidence from self-evaluation indicates that the quality assurance framework generated significant improvement in the quality and quantity of research with gaps identified in doctoral training and supportive structures for research. Peer review recommended the inclusion of a performance-based research funding arrangement akin to the Research Excellence Framework (REF) used in the United Kingdom whilst throwing caution on the contentious nature of the REF. The paper recommends the development, implementation, and review of quality assurance frameworks for research to guide institutions, enhance research, and to maintain consistency and harmony in the research system. These findings can be adapted by different national quality assurance agencies involved in the regulation, promotion, and enhancement of the quality of teaching, innovation, knowledge production, and engagement/outreach in higher education.
Practices that compromise the credibility and integrity of higher education have been reported globally. These take place at all stages in the higher education delivery value chain, from student admission to assessment (including tests, assignments and examinations) and certification. Even in research-based postgraduate studies, the bane of plagiarism continues to evolve with time as dishonest students and academics relentlessly find ways of cheating the system. The central thesis of this article is that the negative consequences of the acts or practices that compromise the credibility and integrity of higher education do not only affect individuals, but they also affect the entire cohort of students, the higher education institution concerned, the broad higher education sector, the economic system and the socio-cultural system. Therefore, these practices have a snowball effect on the entire education system. The article argues that, overall, these practices result in "inequity among and unfairness" to individuals. It is, therefore, of paramount importance that sustainable solutions of curbing this social ill are explored and implemented because dealing with consequences will be too costly.
One of the hallmarks of the democratisation of higher education is the involvement of students in the entire higher education delivery value chain. Global literature demonstrates a positive causal relationship between the involvement of students in the higher education delivery value chain and academic success. The article contends that, since quality assurance and promotion are acknowledged as integral components of the higher education delivery value chain, the involvement of students in quality assurance and promotion processes at the institutional and national levels can contribute positively towards enhancing academic success for students. The post-apartheid policies on higher education envisioned a transformed, effective and efficient higher education system, characterised by, among others, expanding access and improving student success. Unfortunately, while access has been expanding substantially, academic success of students has not improved significantly. This state of affairs requires that all stakeholders should have their hands on deck to contribute, through their diverse work activities, towards improving academic success of students. It is within this context that the CHE organised a conference on the theme: "Enhancing Academic Success through the Involvement of Students in Quality Assurance and Promotion in Higher Education". This article provides a synopsis of the contribution of the conference to the discourse on enhancing the academic success through the involvement of students in quality assurance and promotion.
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